Bibliographic Details
| Title: |
The Contribution of Phonological Processing to Reading and Spelling in Students With Cochlear Implants. |
| Authors: |
Werfel, Krystal L.1 krystal.werfel@boystown.org, Hendricks, Alison Eisel2 |
| Source: |
Language, Speech & Hearing Services in Schools. Jul2023, Vol. 54 Issue 3, p967-980. 14p. 4 Charts. |
| Subject Terms: |
*Phonological awareness, *Students with disabilities, *Orthography & spelling, *Reading, *Children, Cochlear implants, Psychosocial factors, Descriptive statistics, Research funding |
| Abstract: |
Purpose: Children with cochlear implants (CIs) have difficulty with literacy, and although it is established that phonological processing underlies literacy skills in children with typical hearing (TH), the relation of phonological processing and literacy in children with CIs is not fully understood. This study evaluated the contributions of phonological processing to word-level reading and spelling skills of children with CIs. Method: Thirty children with CIs and 31 children with TH in Grades 3 through 6 completed measures of word reading, spelling, and phonological processing. The contributions of phonological processing (phonological awareness, phonological memory, and phonological recoding) to reading and spelling were evaluated. Results: Children with CIs scored lower across measures of reading, spelling, phonological awareness, and phonological memory, but not phonological recoding, than children with TH. Phonological processing components were significant predictors of reading and spelling for children with CIs but not for children with TH. Conclusions: This study underscores the important contribution of phonological processing, particularly phonological awareness and phonological memory, in literacy development for children who use CIs. These results suggest an urgent need for research into not only the underlying mechanisms that predict literacy out-comes but also evidence-based interventions to support these students’ literacy. [ABSTRACT FROM AUTHOR] |
|
Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
